Counting and Ordering

Lesson Overview

This 30-minute maths lesson is designed for Year Prep students and focuses specifically on counting, naming, representing, and ordering numbers from 0 to 20. The lesson aligns with the Australian Curriculum (v9) for Foundation Year Maths, particularly addressing the curriculum code AC9MFN01.

The lesson is structured into three sections: a warm-up, a mat session following the "I do, We do, You do" instructional model, and a small group activity. This structure supports scaffolded learning suitable for young learners, emphasising active engagement and hands-on learning.

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Curriculum References

• Australian Curriculum Code: AC9MFN01
• Content Description: Name, represent and order numbers including zero to at least 20, using physical and virtual materials and numerals.
• Elaborations Relevant:
  • Selecting quantity of objects based on numerals (AC9MFN01_E1)
  • Recognising sequence and “one less/more” concepts (AC9MFN01_E2)
  • Using ordinal terms such as first, second, third (AC9MFN01_E3)
  • Connecting numerals to quantities in familiar contexts (AC9MFN01_E4)
  • Cultural connections to First Nations counting techniques (AC9MFN01_E5)

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Learning Objectives

By the end of the lesson, students will be able to:

• Count accurately to 20 with one-to-one correspondence.
• Recognise, name and order numerals from 0 to 20.
• Understand and use the language of position in sequences (first, second, third, etc.)
• Connect numerals to quantities through counting and representation.
• Engage respectfully with First Nations Australian cultural contexts related to counting.

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Lesson Duration: 30 minutes

Class Size: 27 students

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Lesson Plan

1. Warm-Up (5 minutes)

Activity: Counting Song and Gesture Practice

• Sing a simple counting song together from 1 to 20, incorporating hand gestures or claps to count.
• Encourage students to follow the counting sequence forwards and backwards lightly to warm up their minds and bodies.
• Introduce key vocabulary words: zero, one more, one less, first, second, third.

2. Mat Session (I Do, We Do, You Do) (15 minutes)

I Do (Teacher Modelling) - 5 minutes

• Use large number cards (0 to 20) placed on the floor in order. Slowly count aloud while pointing to each card.
• Demonstrate selecting the correct number of objects (e.g., blocks or counters) that match a given numeral, emphasising the notion of "one to one" matching.
• Show how to identify the number that comes "one more" and "one less" than a given number with the cards.

We Do (Guided Practice) - 5 minutes

• Invite students to come to the mat to reorder scrambled number cards from 0 to 20 with teacher assistance.
• Together count the cards in order and discuss what number comes before or after certain numerals.
• Use physical objects to represent numbers as a class, for example: "Can we make a group of 7 blocks? What about 13 blocks?"
• Ask students to describe the position of various number cards, using ordinal terms (first, second, third).

You Do (Independent Practice) - 5 minutes

• Students individually arrange a smaller set of number cards (0 to 10 or 0 to 20 based on ability) on a mat.
• Each student picks a card and finds the matching number of counters to place beside it.
• Students then share with the class one example of "one more" or "one less" based on their cards.
• Monitor and provide feedback, ensuring understanding of ordering and counting principles.

3. Small Group Activity (10 minutes)

Rotating Stations (3 groups of 9 students):

• Station 1: Counting with Counters
  Children count out specific amounts of counters from a mixed pile and place them on mats marked with numerals (e.g., 0 to 20).
• Station 2: Ordinal Position Hopscotch
  A hopscotch grid numbered from 1 to 10 on the floor where children say the ordinal position as they hop onto each square ("first", "second", etc.).
• Station 3: Number Matching Cards
  Children match numeral cards to picture cards showing quantities of familiar objects (e.g., animals, fruits).

Teachers or aides circulate, guiding and supporting, checking that children use correct counting techniques and ordinal language.

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Assessment and Feedback

• Observe and note students who can accurately count objects up to 20 with one-to-one matching.
• Listen for appropriate use of ordinal language and the vocabulary of "one more/one less."
• Collect simple work samples of students’ number ordering and matching for follow-up.
• Provide immediate positive feedback and gentle correction during activities.

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Differentiation and Inclusion

• For students needing additional support, provide smaller number sets (0 to 10).
• Extend more capable students by challenging them to count beyond 20 or create their own number patterns.
• Use visual, tactile, and auditory materials to cater for different learning styles.
• Include references to First Nations Australian cultural practices to respect diversity and inclusion.

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Resources Needed

• Number cards 0 to 20 (large and small)
• Counters, blocks or stickers
• Mats for placing number cards and counters
• Hopscotch grid numbered 1 to 10
• Picture cards with varying quantities of familiar objects
• Space for circle/mat time and small group stations

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This lesson plan has been developed to engage young learners effectively while strictly following the Australian Curriculum v9 Foundation Year Mathematics content and elaborations. The lesson utilises proven pedagogical methods such as the "I do, we do, you do" approach to scaffold learning in a supportive environment. Additionally, the inclusion of culturally respectful content relating to First Nations Australians enriches student understanding of mathematical concepts in real-world contexts.

Should you want, I can also develop a full scope and sequence for all 30 lessons following this format across the Prep year focusing on various maths topics.

If you want me to proceed or provide detailed lesson plans for all 30 lessons, please let me know!